A relação entre as pedagogias de Célestin Freinet e Adolphe Ferrière: um estado do conhecimento

• Ano de defesa: 2023
• Autor(a) principal: Neto, Ari Teixeira Almeida
• Orientador(a): Fortunato, Ivan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGEd-So
• Palavras-chave em Português: Adolphe Ferrière; Célestin Freinet; Formação de Professores; Pedagogia
• Palavras-chave em Inglês: Teacher Training; Pedagogy
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::CURRICULO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/17422

This dissertation aims to map Brazilian research that relates Freinet and Ferrière educators in the period from 2017 to 2021. For this, a State of Knowledge research was carried out. In the survey, 258 published works were located, being 24 theses, 51 dissertations, 9 graduation monographs, 1 specialization monograph and 173 articles. After a refinement of these works, and a qualitative analysis, we had as a result, the synthesis of the views of the authors of the mapped studies as follows: For 15 works, which corresponds to 60% of the total, the pedagogies of Freinet and Ferrière are related to the fact that both are linked to the New School Movement. In 5 works, which corresponds to 20% of the total, the relationship between the educators' pedagogies is that Ferrière's Active pedagogy served as a reference for the development of Freinet's pedagogy. In the view of 3 works, which corresponds to 12% of the total, the relationship between the authors' pedagogies is that the two influenced the emergence and consolidation of the Reggian Approach to early childhood education. And for 2 works, which corresponds to 8% of the total, the pedagogies are related in the sense of defending the same practices, which are: project pedagogy and the importance of promoting outdoor education, in contact with nature. In the end, this mapping is expected to motivate further research on the subject, emphasizing the importance of studying in depth the relationship between the pedagogy of these two authors, and also the importance of studies focused on the pedagogy of Adolphe Ferrière, as it is perceived during the research, the low amount of research focused specifically on the pedagogy of this author.